The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards…

This article looks at the characteristics of Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as…

In striving for internationalisation, government and university policies in Catalonia promote the use of English in classrooms in two ways that often overlap: (1) as a lingua franca aiding the participation of international students and (2) through immersion approaches targeting local students. However, as the findings presented in this article…

Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in…

This article presents findings from an exploratory research project entitled "Gaelscoileanna and Multicultural classrooms: the potential for transfer to enhance L2 learning experiences". The project focussed on two language immersion contexts in Ireland which, despite obvious differences, share a range of significant commonalities. One…

This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI…

This qualitative study examines the experiences of Korean-American students, parents and teachers in a newly instituted 50/50 Korean-English dual language immersion programme, where the majority of the students are of Korean descent. Based on home and school observations, as well as interviews with six Korean-American students and their parents…

This paper makes a contribution to the field of French immersion studies by examining student attitudes towards the secondary French immersion curriculum. Some of the students had made the decision to stay engaged with the programme while others had become disengaged from it. Drawing on the results of interviews with 23 students in a high school…

This paper examines the impact of the Basque Law of 1986 on the status of Basque in schools in the Autonomous Community of Navarre. The sociolinguistic situation of Navarre is outlined, and changes in enrollment figures for the three principal language models (A, D and G) in infant and primary school in the different linguistic zones are examined…

The purpose of this paper is to examine a language policy in a two-way immersion programme and to explicate the dimensions as well as dynamics involved in the teacher's interpretation and implementation of the policy. The Korean-English two-way immersion kindergarten classroom where this research was conducted, adopted a 70: 30 language…

This article discusses six teaching strategies identified by teacher-researchers as supporting their goal to improve learning and teaching for all children in the intercultural setting of a kindergarten in "Aotearoa" New Zealand. As a Centre of Innovation, the kindergarten received government funding for a 3-year action research project…

Examines three educational responses to cultural diversity operating in New Zealand schools: incorporation of Maori culture programs in mainstream curriculums, organizational modification to accommodate Maori students, and the development of Maori culture and language immersion programs in primary schools. Application of similar programs to…

Examines the language practices in three immigrant families of South Asian ancestry who reside in Canada and have chosen French immersion education for their children. Based on interview data, presents a profile of the inter- and intra-generational language interactions that distinguish each family. Describes their reasons for maintaining their…

Discusses the Hawaiian-language-revitalization effort, which is the most developed of any indigenous-language revitalization in the United States. During the last 15 years, Hawaiian-language revitalization has centered around establishing indigenous-medium/immersion education and implementing the official status of the language of Hawaii.…

Examines multilingual settings in Canada and Germany and explores the differentiation between second- and third-language acquisition as well as the differentiation between acquisition and learning. The article outlines priority areas for further research and presents the prospects for a greater recognition of multilingualism as a resource in…